PBL教学与学生临床思维能力培养体会

PBL Teaching and Training of Students'Clinical Thinking Ability

目的浅析在实验诊断学课程中引入问题驱动教学理念(PBL)对医学生知识汲取及临床思维能力培养的教育意义。方法于2018年1月—2019年6月间,纳我院88例医学生作研究对象,采用随机数字表法将全体医学生均匀分作两组,其中一组执行PBL方案,44例作PBL组;另一组执行讲授式教学(LBL)方案,44例作LBL组。评估两组实验期满后各自教学成果与学习满意度差异。结果考核方面,PBL组客观部分、病例分析及综合得分均较之LBL组更高,P<0.05;满意度方面,PBL组达95.45%,显著高于LBL组的72.73%,P<0.05。结论在医学生实验诊断学课程中引入PBL教学理念,可促其知识汲取效果更佳,学习满意度高。

Objective To expound the significance of PBL(problembased learning)on medical student’s knowledge acquisition and clinical thinking ability cultivation during the experimental diagnostics teaching.Methods From January 2018 to June 201998 medical students joined were chosen as research objects.According to random number table,students were assigned to PBL group and LBL(lecture-based learning)group,44 cases in each group.The teaching results and learning satisfaction were observed.Results The examination scores of objective items and case analysis,comprehensive scores in PBL group were higher than LBL group(P<0.05);the learning satisfaction in PBL group(95.45%)was significantly higher than LBL group(72.73%)(P<0.05).Conclusion During the experimental diagnostics teaching,the introduction of PBL is conducive to medical student’s knowledge acquisition and learning satisfaction.